Response to: Podcasting and Performativity:Multimodal Invention in an Advanced Writing Class

Leigh A. Jones' article regarding the merits of podcasting in the English classroom shed light onto several benefits of  expressing ideas orally before constructing written text.  Jones, in particular, states that podcasting gives students confidence that is not evident in their writing. Academic bravery, especially in the research paper, seems minimal, according to Jones.  However, when students are able to articulate themselves orally before writing their arguments, they are given an opportunity to develop an authoritative voice.  To possess authority over a research topic is crucial to its execution because the topic must be understood at an advanced degree before it can be subject to argument.

The benefits of podcasting also include the ability to effectively express ideas to peers and generate discussion.  Since podcasts can be performed repetitively until their authors deem them presentable, they can take considerable time enhancing the presentation of their argument.  This allows their peers to listen to a final presentation that is clear, methodical, well-organized, and confident. Substantial feedback can therefore be generated as the podcast serves as a rich template for discussion.

I think that podcasting would definitely improve both the creative writing process and the academic writing process.  If I am able to express my ideas aloud, not only will I gain a mastery over them, but it will also enable me to more effectively collaborate with my peers.